A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/20943 |
Resumo: | This study deals with teacher training, focusing on the construction of teachers’ professional identity, based on the experiences of the Tutorial Education Project (PET) Knowledge Connections: Access and Permanence of Young People of Popular Origin to the University (University - Community Dialogues), which develops actions based on the perspective of Popular Education at the Federal University of Paraíba. The Project participants are of popular origin, linked to an undergraduate course and carry out teaching, research and extension activities at the university level and in the communities from which they come. Some of the Project's initiatives are the pre-university course, study group and teacher training actions for Youth and Adult Education. Thus, the general objective of this study was to analyze the contributions of the PET Project/ Knowledge Connections: Access and Permanence, based on the Popular Education, to the teacher training and construction of the professional identity of its egress graduates. Methodologically, the research has a qualitative character, and some of its guiding references are, among others, authors such as Freire (1967, 1979, 2001, 2002, 2014), Nóvoa (2004, 2019), Farias et al. (2009), Streck et al. (2014), Sales (1999), Melo Neto (2004, 2013), Calaça (2013, 2015, 2016, 2018) and Chizzotti (2000). Some of its analytical categories are as follows: dialogue, autonomy, teaching identity as a procedural resignification and liberating education. The empirical research was carried out with six egress graduates of the PET Project/ Knowledge Connections, through semi-structured interviews, and the data were treated based on the thematic-categorical content analysis technique proposed by Bardin (1977). It was possible to verify that the contributions of the PET Project/Knowledge Connections, based on the Popular Education, for the teacher training and the construction of the professional identities of its egress graduates are materialized in its actions as the study group, and concern to the development of the sense, for example, of social justice, solidarity, collaborative work, participation, dialogue and autonomy. |
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A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressosEducação popularFormação docenteIdentidade profissionalEgressosPET/conexões de saberesPopular educationTeacher trainingProfessional identityEgress graduatesPET/knowledge connectionsCNPQ::CIENCIAS HUMANAS::EDUCACAOThis study deals with teacher training, focusing on the construction of teachers’ professional identity, based on the experiences of the Tutorial Education Project (PET) Knowledge Connections: Access and Permanence of Young People of Popular Origin to the University (University - Community Dialogues), which develops actions based on the perspective of Popular Education at the Federal University of Paraíba. The Project participants are of popular origin, linked to an undergraduate course and carry out teaching, research and extension activities at the university level and in the communities from which they come. Some of the Project's initiatives are the pre-university course, study group and teacher training actions for Youth and Adult Education. Thus, the general objective of this study was to analyze the contributions of the PET Project/ Knowledge Connections: Access and Permanence, based on the Popular Education, to the teacher training and construction of the professional identity of its egress graduates. Methodologically, the research has a qualitative character, and some of its guiding references are, among others, authors such as Freire (1967, 1979, 2001, 2002, 2014), Nóvoa (2004, 2019), Farias et al. (2009), Streck et al. (2014), Sales (1999), Melo Neto (2004, 2013), Calaça (2013, 2015, 2016, 2018) and Chizzotti (2000). Some of its analytical categories are as follows: dialogue, autonomy, teaching identity as a procedural resignification and liberating education. The empirical research was carried out with six egress graduates of the PET Project/ Knowledge Connections, through semi-structured interviews, and the data were treated based on the thematic-categorical content analysis technique proposed by Bardin (1977). It was possible to verify that the contributions of the PET Project/Knowledge Connections, based on the Popular Education, for the teacher training and the construction of the professional identities of its egress graduates are materialized in its actions as the study group, and concern to the development of the sense, for example, of social justice, solidarity, collaborative work, participation, dialogue and autonomy.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEste trabalho trata da formação docente, enfocando a construção da identidade profissional, a partir das vivências no Projeto Programa de Educação Tutorial PET/Conexões de Saberes Acesso e Permanência de Jovens de Origem Popular à Universidade: Diálogos Universidade - Comunidade, que realiza ações fundamentadas na perspectiva da Educação Popular na Universidade Federal da Paraíba. Os participantes do Projeto são de origem popular, vinculados a algum curso de licenciatura e desenvolvem ações de ensino, pesquisa e extensão no âmbito universitário e nas comunidades das quais são oriundos. Algumas iniciativas do Projeto são o curso pré-universitário, o grupo de estudos e as ações de formação de professores para a Educação de Jovens e Adultos (EJA). Dessa forma, o objetivo geral deste estudo consistiu em analisar as contribuições do Projeto PET/Conexões de Saberes Acesso e Permanência, baseadas na Educação Popular, para a formação docente e construção da identidade profissional dos egressos. Metodologicamente, a pesquisa é de natureza qualitativa, tendo como referenciais orientadores, entre outros, autores como Freire (1967, 1979, 2001, 2002, 2014), Nóvoa (2004, 2019), Farias et al. (2009), Streck et al. (2014), Sales (1999), Melo Neto (2004, 2013), Calaça (2013, 2015, 2016, 2018) e Chizzotti (2000). Algumas das suas categorias analíticas são as seguintes: diálogo, autonomia, identidade docente como ressignificação processual e educação libertadora. A pesquisa empírica foi realizada com seis egressos do Projeto PET/Conexões de Saberes, mediante entrevistas semiestruturadas, e os dados foram tratados com base na técnica de análise de conteúdo temático-categorial proposta por Bardin (1977). Foi possível constatar que as contribuições do Projeto de Educação Tutorial PET/Conexões de Saberes, fundamentadas na Educação Popular, para a formação docente e construção das identidades profissionais dos egressos são materializadas em ações suas como o grupo de estudos, e dizem respeito ao desenvolvimento do sentido, por exemplo, de justiça social, solidariedade, trabalho colaborativo, participação, diálogo e autonomia.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBLeite, Ivonaldo Nereshttp://lattes.cnpq.br/9619259499897850Calaça, Suelídia Mariahttp://lattes.cnpq.br/9270682218307104Santos, Tays de Sousa2021-08-30T18:55:48Z2021-03-302021-08-30T18:55:48Z2021-02-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/20943porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T18:30:05Zoai:repositorio.ufpb.br:123456789/20943Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T18:30:05Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos |
title |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos |
spellingShingle |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos Santos, Tays de Sousa Educação popular Formação docente Identidade profissional Egressos PET/conexões de saberes Popular education Teacher training Professional identity Egress graduates PET/knowledge connections CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos |
title_full |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos |
title_fullStr |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos |
title_full_unstemmed |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos |
title_sort |
A educação popular no PET/conexões de saberes: contribuições para a formação e identidade docente dos egressos |
author |
Santos, Tays de Sousa |
author_facet |
Santos, Tays de Sousa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Leite, Ivonaldo Neres http://lattes.cnpq.br/9619259499897850 Calaça, Suelídia Maria http://lattes.cnpq.br/9270682218307104 |
dc.contributor.author.fl_str_mv |
Santos, Tays de Sousa |
dc.subject.por.fl_str_mv |
Educação popular Formação docente Identidade profissional Egressos PET/conexões de saberes Popular education Teacher training Professional identity Egress graduates PET/knowledge connections CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação popular Formação docente Identidade profissional Egressos PET/conexões de saberes Popular education Teacher training Professional identity Egress graduates PET/knowledge connections CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study deals with teacher training, focusing on the construction of teachers’ professional identity, based on the experiences of the Tutorial Education Project (PET) Knowledge Connections: Access and Permanence of Young People of Popular Origin to the University (University - Community Dialogues), which develops actions based on the perspective of Popular Education at the Federal University of Paraíba. The Project participants are of popular origin, linked to an undergraduate course and carry out teaching, research and extension activities at the university level and in the communities from which they come. Some of the Project's initiatives are the pre-university course, study group and teacher training actions for Youth and Adult Education. Thus, the general objective of this study was to analyze the contributions of the PET Project/ Knowledge Connections: Access and Permanence, based on the Popular Education, to the teacher training and construction of the professional identity of its egress graduates. Methodologically, the research has a qualitative character, and some of its guiding references are, among others, authors such as Freire (1967, 1979, 2001, 2002, 2014), Nóvoa (2004, 2019), Farias et al. (2009), Streck et al. (2014), Sales (1999), Melo Neto (2004, 2013), Calaça (2013, 2015, 2016, 2018) and Chizzotti (2000). Some of its analytical categories are as follows: dialogue, autonomy, teaching identity as a procedural resignification and liberating education. The empirical research was carried out with six egress graduates of the PET Project/ Knowledge Connections, through semi-structured interviews, and the data were treated based on the thematic-categorical content analysis technique proposed by Bardin (1977). It was possible to verify that the contributions of the PET Project/Knowledge Connections, based on the Popular Education, for the teacher training and the construction of the professional identities of its egress graduates are materialized in its actions as the study group, and concern to the development of the sense, for example, of social justice, solidarity, collaborative work, participation, dialogue and autonomy. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-30T18:55:48Z 2021-03-30 2021-08-30T18:55:48Z 2021-02-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/20943 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/20943 |
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por |
language |
por |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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